THE DOSEH.

Our engraving represents a custom prevalent in Egypt, and which we think illustrates one or two verses of Scripture, which formerly were very obscure. The residence of the Jews in Egypt, and their after nearness to it might often cause them to use figures of speech drawn from matters of fact in Egypt. Thou hast laid thy body as the ground, and as the street, to them that went over.' Is. li. 23. Thou hast caused men to ride over our heads.' Ps. lxvi. 12. These verses are explained by the fact, that at an annual Egyptian ceremony, a chief rides over the backs of his disciples, who are prostrated on the ground. Above a hundred persons have been known to lay themselves on the ground close to each other, with their faces downward, and their arms under their heads. They incessantly mutter the word 'Allah,' a term referring to their God. The sheyk or chief approaches on horseback: the horse instinctively hesitates to proceed, but being led by a servant, and forced by the whip, he proceeds, and with one fore-foot and one hind one, treads on each person. The moment the animal has passed a man, he jumps up and follows the chief. For this wicked custom they prepare by several days of prayer. Those who neglect this preparation, are said to be always hurt or killed, while those who do prepare, are said miraculously to escape all

injury. This ceremony is called the Doseh, that is, the Treading. Probably it is the relic of an ancient custom, by which captives where thrown on the ground, and their conqueror rode over them. The Emperor Valerianus, being taken prisoner by a Persian king, was compelled frequently to bow down himself for his conqueror to step upon him, in ascending his chariot or mounting his horse. every sinful and cruel custom cease!

shall

Oh when

MARKS OF A GOOD SABBATH SCHOOL TEACHER.

He is sure to be in his place before the opening of the school, in all weathers-whether it rain or shine, whether it be cold or hot. As he is never late himself, he can recommend to his scholars, both by precept and example, the virtue of punctuality. He keeps his place during the whole time of school, and never engages in any conversation with his class or others, but such as are connected with his duties as a teacher. He is also acquainted with the lesson, and is ready to answer any question that may be proposed by the smartest scholar in his class. He will not allow himself the mortification of knowing less than those whom he has undertaken to teach. He does not confine himself to the questions in the book, but intersperses with the lessons such as are suggested by the subject in hand. These are generally practical, and are designed to make the scholars think for themselves. He is familiar with the books in the library, and knows which are the most suitable for his class; and when they return them, examines them in reference to their contents. If any scholar is absent, he visits him at home in order to ascertain the cause of his absence. He sympathizes with those that are afflicted, and supplies the wants of such as are in necessity. He is especially anxious for the salvation of his scholars, and does not think his work done when he has heard them recite their lessons. He gives them much good advice; points out the temptations they will have to meet with, and endeavours to guard them against them. He is kind, affectionate and cheerful, and has acquired a perfect control over the hearts of his scholars. They cannot fail to love him, and there is but little doubt of his being instrumental in their conversion. Such are some of the traits of a good teacher: when any of them are wanting, the effect will be evident in the minds and manners of the scholars.-American Correspondent

THE SUNDAY SCHOOL AT HOME.

(Continued from page 86.)

Third.-ENCOURAGE your children to take an interest in their lessons. The same kind lady requests of parents, 'that on their children's return from school, they would question them on what they have learned and heard, and assist them in preparing their lessons for the following Sabbath.' I make this suggestion from the remark of one of my own scholars. One little girl said to me, that her mother always made her repeat what she had been reading and what I had told her. Another said, she had been so afraid of forgetting the scripture story she had to be questioned on the following Sunday, that she had got her father to find it for her in the Bible, and added, with delight sparkling in her eyes, and he read the whole chapter to me.' This little incident afforded me much pleasure; first, that the child should think it such a treat to hear a whole chapter read; and secondly, that the father should wish to please and help this little girl. If parents would thus assist and question their children, we might hope that they would often receive a word in season themselves, and while instructing their little ones, be also themselves instructed. When parents thus act towards their children, how delightful to all parties. The child rejoices when the time comes for its father or mother to read with it the lesson; it is emboldened to ask its little questions, it loves to listen to its father's words, it finds a pleasure in telling what it has heard at school, and is thinking, with a full heart, of going again to tell its dear teacher what it has learnt at home. And the father, seeing his little ones happy and desirous to learn, rises from his occupation with gladness and joy, and feels a double interest in them, a double kindness towards them, while they in return are bound to him by a double cord of love, and seek to please him from grateful and pleasing recollections. How different is this from that scolding and teasing children to learn their lessons, which makes the thing a task and weariness, and produces ill feeling between parent and child. Is it not painful to see the poor little creature sit in its chair, a prisoner in bonds, thoroughly disgusted with its unwilling work, and eagerly waiting till its parent's eye is off, that it may throw the book aside. It feels that its parent has no sympathy for it, and no interest in its learning, and thus it is discouraged, rather than helped. Dear friends, never

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power in regulating the heart and life is wanting. This will, more than anything else, realize in their minds the excellence of piety. This, on your part, will be seeking God's blessing in the use of appointed means. And if these, your efforts, are joined with consistency in your own life, frequent earnest prayer, long-suffering, kindness, and constant watchfulness, they will be in time crowned with success, and you will see your children grow up like olive branches round your table,' exhibiting all the freshness and vigour of plants of God's planting, that he may be glorified.'

Keep, then, dear friends, these four things in mind— 1st, The use and object of the Sunday School, and the motive you should have in sending your children. 2nd, The duty which is laid upon you of giving them right notions on these points, both by word and deed. 3rd, The importance and happy results of encouraging them to learn their lessons, and preparing them with them. 4th, And the necessity of helping them to apply, during the week, the instructions they receive on the Sabbath.

Wallingford.

C. W.

THE CHILD'S THOUGHTS RESPECTING THE SUNDAY

SCHOOL.

There is a happy place,

Where little children meet,

To sing of Jesu's grace,

And sit at Jesu's feet,

To learn of him a life of love,

And seek a sweeter world above.

There is a happy day,

'The best of all the seven,'

When children read and pray,

To find the road to heaven,

Kind Jesus! guide us lest we stray,
THOU art the life, the truth, THE WAY.'

Jesus! our dying friend,

We joy to hear of thee,—

And till this life shall end,

And through eternity,

We'll sing thy love to fallen man,

'And praise thee more than angels' can.'

To thee we look and call,

While here below we roam,

Bring children,-teacher,—all

Safe to a better home;

Then shall we shout in louder strain,

'Worthy the Lamb that once was slain.'

Wallingford.

C. W.